Repositório Colecção:http://hdl.handle.net/10451/28822015-08-02T20:29:27Z2015-08-02T20:29:27ZTeachers’ Beliefs, Classroom Practices and Professional Development Towards Socio- scientific IssuesAlbe, VirginieBarrué, CatherineBencze, LarryByhring, Anne KristineCarter, LynGrace, MarcusKnain, ErikKolstø, DankertReis, PedroSperling, Erinhttp://hdl.handle.net/10451/113022014-06-19T10:16:43Z2014-01-01T00:00:00ZTítulo: Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio- scientific Issues
Autor: Albe, Virginie; Barrué, Catherine; Bencze, Larry; Byhring, Anne Kristine; Carter, Lyn; Grace, Marcus; Knain, Erik; Kolstø, Dankert; Reis, Pedro; Sperling, Erin
Resumo: During the recent past, efforts have been devoted in several countries to introduce socio-scientifi c issues (SSIs) in science curricula in an attempt to democratize science in society and promote scientifi c literacy for all: global climate change and energy systems, genetically modified food, nanotechnologies, gene therapy, pharmaceuticals, etc. Associated with such concerns are debates, for example, about regulation of corporate actions. The educational aim is to prepare students for active participation in society. Empirical research has been performed on pupils’ and students’ reasoning, concept learning, argumentation processes and decision making (for literature review, see Sadler 2004 , 2009 ). The design and analysis of teaching sequences and to a lesser extent the intentions of science teachers for teaching such socio-scientifi c controversies have also been under investigation (Lee et al. 2006 ; Sadler et al. 2006 ). As they have an essential role in supporting the development of young people’s ability to engage with such issues, science teachers’ viewpoints and teaching practices on SSIs also need to be investigated. A key agent of any reform is likely to be the teacher, whose instruction may be infl fenced by her/his general perspectives and awareness of fruitful teaching strategies. Helms ( 1998 ) has noted, for instance, that teachers tend to emphasise teaching and learning of ‘content’ (e.g. laws and theories) because science ‘subject matter’ tends to be highly integrated into their professional identities. Consequently, they may not have strong identities with SSI activities to support citizenship education and research informed activism.2014-01-01T00:00:00ZPromoting Students’ Collective Socio-scientific Activism: Teachers’ PerspectivesReis, Pedrohttp://hdl.handle.net/10451/113012014-06-19T10:12:14Z2014-01-01T00:00:00ZTítulo: Promoting Students’ Collective Socio-scientific Activism: Teachers’ Perspectives
Autor: Reis, Pedro
Resumo: This chapter describes analyses for the ‘We Act’ project, which is intended to foster development, implementation and study of materials and meth- odologies aimed at supporting teachers and students in taking informed and nego- tiated actions to address social and environmental issues associated with the fields of science and technology. This project combines development, action and research components and crosses three different areas: (1) the promotion of an active inquiry-based learning regarding real-life controversies associated with science and technology; (2) the stimulation of students’ participation in collective demo- cratic problem-solving action; and (3) the support of the first two areas with art initiatives and uses of Web 2.0 tools. Through a qualitative approach, this chapter discusses teachers’ motivations for participating in such a project and also difficul- ties they identify in their students’ enrolment in activism on social and environ- mental issues associated with science and technology. The data obtained through an online questionnaire and semi-structured interviews involving all the teachers in the project were submitted to content analysis. Teachers’ participation in the project is mainly motivated by a strong willingness to find ways to: (a) change what they consider to be students’ apathy concerning school science activities; and (b) empower them for democratic problem-solving action regarding social and environmental problems affecting society. Through the involvement in the project and actions implemented by their students, they began: (a) considering research- informed action as a major aspect of scientific literacy; and (b) recognizing students as important agents of change (capable of implementing, with success, impacting actions on their families and groups of friends) and, consequently, as ‘citizens’ (as opposed to ‘future citizens’). However, they face important obstacles in the implementation of these collective actions; namely, time restrictions imposed by overcrowded curricula and difficulties in finding the ‘proper’ controversial topics capable of overcoming student apathy.2014-01-01T00:00:00ZUma proposta de organização, gestão e avaliação do trabalho em grupo no âmbito de aulas de ciênciasReis, Pedrohttp://hdl.handle.net/10451/95782013-11-27T15:46:15Z2013-01-01T00:00:00ZTítulo: Uma proposta de organização, gestão e avaliação do trabalho em grupo no âmbito de aulas de ciências
Autor: Reis, Pedro
Resumo: Este exemplo de atividade constitui um contexto e um pretexto para a discussão de propostas para uma melhor organização, gestão e avaliação do trabalho em grupo. Depois da apresentação integral da atividade, discutem-se as diferentes opções que estiveram na base da sua concepção. Desta forma, pretendem-se auxiliar os professores a desenvolverem o conhecimento profissional necessário à superação de vários problemas frequentemente associados a esta metodologia.2013-01-01T00:00:00ZScience curriculum in Portugal: From the development to the evaluation of students’ competencesGalvão, CecíliaReis, PedroFreire, AnaOliveira, Teresahttp://hdl.handle.net/10451/95702013-11-27T13:04:44Z2007-01-01T00:00:00ZTítulo: Science curriculum in Portugal: From the development to the evaluation of students’ competences
Autor: Galvão, Cecília; Reis, Pedro; Freire, Ana; Oliveira, Teresa2007-01-01T00:00:00Z